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Things do not change; we change.—Henry David Thoreau • THE CONNECTED EDUCATORWhat are you doing to contextualizeand mobilize what you are learning?How will you leverage, how willyou enable your teachers or yourstudents to leverage- collectiveintelligence?

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Learner First—Educator SecondIt is a shift and requires us to rethinkwho we are as an educational leader Emerson and Thoreau reunited would ask-or professional. It requires us toredefine ourselves. ―What has become clearer to you since we last met?‖If you haven’t already-- Let’s join ourmini-learning community space. Goto: http://hra-learning-together.ning.com

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Web 1.0 Web 2.0 Web 3.0We are living in a new economy –powered by technology, fueled byinformation, and driven by knowledge.-- Futureworks: Trends and Challenges forWork in the 21st Century

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Are you Ready for Learning and Leading in the 21st Century?It isn’t just ―coming‖… it has arrived! Andschools who aren’t redefining themselves, riskbecoming irrelevant in preparing students forthe future.

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Shifting From Shifting ToA teaching focus A learning focusTeaching as a private Teaching as aevent collaborative practiceSchool improvement School improvementas an option as a requirementMandated Mutual accountabilityaccountability

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Shift in Learning = New Possibilities Shift from emphasis on teaching…To an emphasis onco-learning

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What about the world and societyhas changed since you went to school?What about students has changed since you went toschool?What about schools has changed or not changedsince you went to school?What should School 2.0 look like in order to meet theneeds of the 21st Century learner?

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Time TravelLewis Perelman, author of Schools Out (1992). Perelman argues thatschools are out of sync with technological change:...the technological gap between the school environment and the "realworld" is growing so wide, so fast that the classroom experience is onthe way to becoming not merely unproductive but increasinglyirrelevant to normal human existence (p.215).

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Whats different?We now have an easy connection between anindividuals passion to learn and the resourcesto learn it.

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Knowledge CreationIt is estimated that1.5 exabytes of unique new informationwill be generatedworldwide this year.That’s estimated to bemore than in theprevious 5,000 years.

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For students starting a four-yeareducation degree, this means that . ..half of what they learn in their firstyear of study will be outdated by theirthird year of study.

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“For the first time we are preparing students for a future we cannot clearly describe.” - David Warlickhttp://communications.nottingham.ac.uk/podcasts/

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Play — the capacity to experiment with one’s surroundings as a form ofproblem-solvingPerformance — the ability to adopt alternative identities for the purpose ofimprovisation and discoverySimulation — the ability to interpret and construct dynamic models of real-world processesAppropriation — the ability to meaningfully sample and remix mediacontentMultitasking — the ability to scan one’s environment and shift focus asneeded to salient details.Distributed Cognition — the ability to interact meaningfully with tools thatexpand mental capacities.

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Collective Intelligence — the ability to pool knowledge and comparenotes with others toward a common goalJudgment — the ability to evaluate the reliability and credibility of differentinformation sourcesTransmedia Navigation — the ability to follow the flow of stories andinformation across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminateinformationNegotiation — the ability to travel across diverse communities, discerningand respecting multiple perspectives, and grasping and followingalternative norms..

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Education for Citizenship―A capable and productive citizen doesn’t simplyturn up for jury service. Rather, she is capable ofserving impartially on trials that may require learningunfamiliar facts and concepts and new ways tocommunicate and reach decisions with her fellowjurors…. Jurors may be called on to decide complexmatters that require the verbal, reasoning, math,science, and socialization skills that should beimparted in public schools. Jurors today mustdetermine questions of fact concerning DNAevidence, statistical analyses, and convolutedfinancial fraud, to name only three topics.‖ Justice Leland DeGrasse, 2001 33

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The Focus of our Instructional Vision• Strengthening student work by examining and refining curriculum, assessment, and classroom instruction• Strengthening teacher practice by examining and refining the feedback teachers receive The Framework for Teaching - Charlotte Danielson• Strengthening leadership by becoming a connected leader who owns 21st Century shift. 34

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Professional development needs tochange. We know this. • THE CONNECTED EDUCATOR Are you ready for learning and leading in the 21st Century?

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Do it Yourself PDA revolution in technology has transformed theway we can find each other, interact, andcollaborate to create knowledge as connectedlearners.What are connected learners?Learners who collaborate online; learners whouse social media to connect with others aroundthe globe; learners who engage in conversationsin safe online spaces; learners who bring whatthey learn online back to their classrooms,

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What does itmean to be aconnectedlearner with awelldevelopednetwork?What are theadvantagesordrawbacks?How is it agame

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Dispositions and ValuesCommitment to understanding Dedication to theasking good questions ongoing development of expertiseExplores ideas and concepts,rethinking, revising, and Shares and contributescontinuously repacks andunpacks, resistingurges to finish prematurely Engages in strength-based approachesCo-learner, Co-leader, Co-creator and appreciative inquirySelf directed, open minded Demonstrates mindfulnessCommits to deep reflection Willingness to leaving ones comfort zone to experiment withTransparent in thinking new strategies and taking on new responsibilitiesValues and engages in a cultureof collegiality

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In Phillip Schlechtys, Leading for Learning: How to Transform Schools into Learning Organizations he makes a case for transformation of schools. Reform- installing innovations that will work within the context of the existing culture and structure of schools. It usually means changing procedures, processes, and technologies with the intent of improving performance of existing operation systems.

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Transformation- is intended to make it possible to do things that have never been done by the organization undergoing the transformation. Different thanIt involves repositioning andreorienting action by puttingan organization into a newbusiness or adopting radicallydifferent means of doing thework traditionally done. Transformation includes altering the beliefs, values, meanings- the culture- in which programs are embedded, as well as changing the current system of rules, roles, and relationship- social structure-so that the innovations needed will be supported.

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So as you develop your vision forlearning in the 21st Century how do yousee it- should you be a reformer or a transformer and why?Make a case for usingone or the other as achange strategy.

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What do we need to unlearn? Example:* I need to unlearn that classrooms are physical spaces.* I need to unlearn that learning is an event with a start and stop time to a lesson. The Empire Strikes Back: LUKE: Master, moving stones around is one thing. This is totally different. YODA: No! No different! Only different in your mind. You must unlearn what you have learned.

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What will be our legacy…• Bertelsmann Foundation Report: The Impact of Media and Technology in Schools – 2 Groups – Content Area: Civil War – One Group taught using Sage on the Stage methodology – One Group taught using innovative applications of technology and project-based instructional models• End of the Study, both groups given identical teacher-constructed tests of their knowledge of the Civil War.Question: Which group did better?

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However… One Year Later – Students in the traditional group could recall almost nothing about the historical content – Students in the traditional group defined history as: ―the record of the facts of the past‖ – Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history” – Students in the digital group defined history as: ―a process of interpreting the past from different perspectives‖

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Change is inevitable: Growth is Optional Change produces tension- out of our comfort zone. “Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” Senge

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Real Question is this:Are we willing to change- to risk change- to meetthe needs of the precious folks we serve?Can you accept that Change (with a ―big‖ C) issometimes a messy process and that learning newthings together is going to require some tolerancefor ambiguity.